Engaging Millennial Students in Leadership Education

Engaging Millennial
Students in
Leadership Education
Jill R. Arensdorf
and Anthony C. Andenoro
Introduction
As new generations of young people mature and enter higher education. educators must adapt their teaching methodologies through
an examination of theory and research related to generational differences. This is necessary as well for faculty who teach in formal leadership degree programs. This article focuses on the current generation
of undergraduate students. often referred to as the Millennial generation. 1 and asserts experiential education is particularly well suited
to undergraduate leadership education programs given its focus on
active learning. The article is divided into four sections. beginning
with the presentation of a framework of best undergraduate education practices. which is followed by a section on the role of experiential learning for Millennials. The third and main section provides
examples of how leadership education programs can successfully
incorporate a range of experiential learning activities appropriate for
undergraduate students. In the fourth section. the authors present
their conclusions and recommendations.
Millennials and Best Undergraduate Education Practices
A generation is a "a cohort group whose length approximates the
span of a phase of life and whose boundaries are fixed by peer
personality" (Howe & Strauss. 2000. p. 60). According to Wilson
(2004). Millennial generation students are family-oriented and concerned with community-yet spend 20% of their time alone. Unlike
previous generations. they live in a no-boundaries world and view
technology as a way of life. Wilson (2004) also noted that these
students are the most diverse generation in the history of the United
States. aim for graduate school. and comprise the largest generation.
with more than 80 million people.
Jill R. Arensdor/ is Assistant Professor in the Department
0/ Leadership Studies at Fort Hays State University where
she teaches undergraduate courses both on campus and online. She served as chair 0/ the University Service-Learning
Committee lor three years. Her research has focused on
youth leadership development, service-learning and civic
engagement as well as leadership curriculum, and education.
In 2005, Jill received the Navigator Award lor outstanding
academic advising.
Anthony C. Andenoro is Assistant Professor in the
Department 0/ Organizational Leadership at Gonzaga
University. His current research interest is in the area 0/
intelligence and creativity development as related to the
ability to think and to work with people.
Educational Considerations. Vol. 37. No. I. Fall 2009
For these students. many argue that instruction often needs to be
more varied. Wilson (2004) used the following principles. derived
from Chickering and Gamson (1987). to frame her research on teaching Millennials:
I. Student-faculty contact
2. Reciprocity and cooperation
3. Active learning
4. Feedback
5. Time on task
6. High expectations
7. Diverse talents and ways of knowing
According to Kuh (2003). "Substantive contact between students
and faculty is what matters" (p. 29). These interactions benefit
Millennials because they provide a tangible connection to the material. With regard to reciprocity and cooperation. Howe and Strauss
(2000) asserted that because Millennial students have grown up
working in groups and playing on teams. it may be difficult for them
to learn outside of groups and teams. Kuh (2003) suggested incorporating peer evaluation. grading of individual contributions to group
projects. and observing group activities into courses.
Active learning is the third principle. Discussion rather than lecture may be more successful with Millennial learners. In general.
McKeachie (2002) asserted that" discussion methods are superior to
lectures in student retention of information after the end of a course
transfer of knowledge to new situations. development of problem~
solving. thinking. attitude change. and motivation for further learning" (p. 52-53). Due to the no-boundaries world in which Millennials live as a result of the Internet. students expect to have access
to information with ease and speed. Thus. frequent. prompt. and
constructive feedback is crucial to engagement (Braxton. Eimers. &
Bayer. 1996).
Time on task promotes highly involved schedules. Millennials have
been rushed from obligation to obligation throughout their childhood with very little free time. This hectic lifestyle may continue as
students attempt to manage class. social obligations. organizational
involvement. and work in college. College is referred to as a potentially transforming experience and a once in a lifetime opportunity
to challenge students to examine previous ways of knowing and
thinking. For this transformation to take place to a meaningful degree.
students must devote the time and effort to develop desired characteristics (Kuh. 2003).
High expectations are also an important part of the educational package for Millennials. When faculty and institutions expect
students to perform well. students rise to the challenge and are more
likely to exert more effort to meet those expectations. Conversely.
low expectations are normally met with low effort and performance
(Chickering & Gamson. 1987). A balance of challenge and support
can be offered to manage comprehensive. yet realistic expectations
for students (Kuh. 2003).
Finally. diverse talents and ways of knowing are accentuated with
Millennials as they and their learning styles are the most diverse of
any generations. Because students have differences related to their
learning styles and abilities. instructional methods should vary to
maximize the number of students positively impacted by the curricula. Faculty who employ a variety of strategies for student engagement
are more likely to impact learning and enhance educational outcomes
for students (King. 2003).
19
Experiential Learning and Millennials
In Faust, von Goethe (1808) noted that knowing is not enough;
we must apply. Willing is not enough; we must do. These statements capture the relationship between the development of intellect
and emotional understanding with application. Experiential learning
provides a vehicle to aid in establishing this developmental connection in Millennials who value active learning. By using students' own
experiences, experiential learning provides them with the opportunity to generate action theory or decide what actions are needed to
achieve a desired result in an effort to modify behavior to improve
effectiveness (Johnson & Johnson, 1997).
Experiential learning is rooted in the concept of "hands-on learning" as described by Dewey (1938). More recently, Bronowski (1973)
asserted that true understanding only results from doing (1973).
Dewey's and Bronowski's work shares a strong link between the
cognitive and behavioral domains of the human psyche. For example, Dewey (1938) wrote that true learning does not occur unless
reflection is present while Bronski (1973) maintained that observation
is the hand that drives the sub-sequential development of conceptual understanding. This relationship is also found in the work of
Vygotsky (1962) where he stated that learning from experience is the
process whereby human development occurs.
Two strategies are often used in experiential learning. The first,
role-playing, brings individual skills and their consequences into
focus. Here, students are asked to maintain who they are and react
to the situation based upon the certain assumptions that the individual is asked to adopt. This activity often leads to an emotional
experience which in turn leads to a cognitive response that affects
the behavior and affect of the participating student. The educator's
role within this activity is to coordinate the dissemination of roles and
situational variables, periodically refocus the attention and direction
of the activity, and provide an opportunity for reflection (Johnson &
Johnson, 1997). The second strategy examines the idea of process
observation. The foundation of this strategy lies in observation procedures, which allow members to describe and record the behavior
of the group as it occurs. This strategy clarifies and improves the
way groups function through objective assessment of the interaction
among group members (Johnson & Johnson, 1997). The information
about the activity is collected and then openly discussed with the
learners to address modifications of group behavior that could add
to group effectiveness. Critics of this strategy note the difficulty of
maintaining non-biased observer perspectives. However, this further
validates the intentional role of educators in experiential learning as
they are asked to manage the competing dynamics and personalities
in the situation. Within this strategy, addressing situational dynamics
and personalities can add to the learning process as it will allow for
more holistic perspectives to emerge for the learners.
Leadership Education and Millennials
Riggio, Ciulla, and Sorenson (2003) illustrated that leadership studies students should be guided by theories and research on leadership,
and that these programs should cultivate the values of the field.
Sound leadership education uses theories and concepts (classroom
learning) and combines them with opportunities for students to put
those theories into practice. In order for students to learn leadership,
they must "do it," and experiential learning activities are paramount
in assisting students with this process. These experiential opportunities give students the opportunity to work in teams and groups,
20
cooperate with faculty members, and enhance their learning through
activity. The three pedagogical strategies discussed below-cognitive
competencies, service learning, immersion activities-can enhance
Millennials' learning.
Cognitive Competencies: Developing a Philosophy of Leadership
Winston Churchill said that "the empires of the future are the
empires of the mind" (1943). This view is analogous to that of leadership education in that it aims to develop several cognitive competencies to enable students to be successful in their chosen field. Among
these competencies are critical thinking, creativity, and contextual
relativism. In an effort to promote these competencies, educators
must be intentional. Intentionality rejects rigid pedagogical structures
that measure learning objectives through formal exams and standardized writing assignments. Faculty provide students with new
opportunities to challenge conventional assessment techniques and
develop a strong foundation for organizational success through the
development of these competencies.
An example is the leadership philosophy assignment that students
are asked to complete within the Organizational Leadership program
at Gonzaga University. In the course, "An Introduction to Organizational Leadership," students are asked to prepare a summary of
their leading philosophy using class ideas, materials, and theories.
Their leadership philosophy should reflect how philosophy as a discipline affects their leadership, and how it enhances their effectiveness
and the effectiveness of their followers. Further, they are asked to
include references to class discussions, outside texts, or articles that
add credibility to their leadership philosophy. The assignment also
includes perspectives and experiences that provide a foundation for
their philosophy.
This assignment addresses the three cognitive competencies and
encourages their development. Over the past two decades, academics have increased their attention to the dispositions of skills like
critical thinking as a means for developing students' capacity for skills
(Siegel, 1988; Paul, 1990; Facione & Facione, 1992; Esterle & Ciurman,
1993; Ennis, 1996; Tishman & Andrade, 1996). Succinctly, this means
that if students are predisposed to using a particular skill, they will
develop the ability to use that skill more effectively in future situations. In addition, students become predisposed to self-regulation
(Giancarlo & Facione, 2001) as they review the experiences of their
life and the course materials to develop a leadership philosophy and
convey it to the instructor.
This assignment also allows students to explore their ability to be
creative. Creativity can be defined as something that is both novel
and appropriate (Sternberg, 1999). To begin, students are told to
show their genius and produce a quality product worthy of their
education. This statement implies that they all have creative genius
and maximizes their comfort with the alternative assignment. Further,
they are told that they have the autonomy and freedom to convey
their philosophy by any means necessary. For example, students have
engaged instructors in a wide variety of activities to explain their
philosophy of leadership. Together they have stood on train tracks,
had pedicures, gone bowling, rode horses across campus, participated in high impact aerobics, played sports, shot guns, and artificially
inseminated cows.
Yet, students must develop their philosophy within a minimalistic structure specified in the assignment's instructions. This structure allows for the development of innovations that leap beyond
Educational Considerations
conventional wisdom but are appropriate due to the minimalistic
confines of the assignment. The minimalistic structure and appropriateness also allows students to explore the idea of contextual
relativism. Leaders must assess contextual factors associated in the
decision-making process in order to be effective. Contextual factors
include sociological, cultural, political, and ideological aspects that
prevent leaders from standardizing action plans and responses . This
assignment challenges students within a safe environment to think
creatively. but. at the same time. to take into consideration environmental details in development of their leadership philosophy.
The Indelible Impact of Service-Learning on
Personal Leadership Growth
The purpose of service-learning in higher education is to provide
students with a sense of civic and social responsibility and promote
personal leadership growth (Vogelgesang & Astin . 2000). If these
goals are met through their experiences. students can have a meaningful educational experience by learning about themselves and the
world around them . They are then more prepared to face real issues
outside their academic experience. For this effort to be successful in
the long run . service-learning and civic engagement must be a component of the leadership education program and institution missions.
This in turn will drive support for acceptance and implementation of
service-learning and civic engagement activities on campus (Bringle
& Hatcher. 2000).
Service learning is another type of active learning that ties into
Dewey's concept of the efficacy of hands-on experiences. His idea
of an educative experience is clearly apparent in service-learning programs where worthwhile activities that generate interest and curiosity
over a considerable time span tend to foster student development.
Ultimately. this is the goal of service-learning whereby students
develop personally through their educational experiences.
Service-learning is a pedagogy that involves active learning which
forges a clear link between course objectives and service activities.
Although many definitions of service-learning are offered in research
articles and scholarly work. a common theme among them is the
concept of tying academic learning and service activities together to
create a true learning experience for students. The hyphen is intentionally used in service-learning. due to the importance of the relationship between them . Without this connection. service "provides
the fish . rather than the knowledge of how to fish effectively" for
students. This balance is validated by Jacoby & Associates (1996) and
Eyler & Giles (1999) who maintain that a delicate balance of challenge
grounded in reflection for the participants in service-learning activities is essential. Bringle and Hatcher (1995) define service-learning as
"a credit-bearing. educational experience in which students participate in an organized service activity that meets identified community
needs and reflect on the service activity in such a way as to gain
further understanding of course content. a broader appreciation of
the discipline. and an enhanced sense of civic responsibility" (p.
112). Service-learning. as defined by Cress (2005) engages students
in service activities "with intentional academic and learning goals
and opportunities for reflection that connect to their academic disciplines" (p. 7). Fort Hays State University defines service-learning
as "a method of teaching and learning that integrates community
service activities into academic curricula and expands the learning of
students from the classroom to the community" (2008).
Educational Considerations. Vol. 37. No. I. Fall 2009
Service-learning is offered by both programs that carefully integrate
the service experience into the established curriculum and individual
instructors who include a service-learning component in a course.
During and upon completion of the service-learning activity. students
engage in critical reflection. When students are engaged in highly
reflective classes that integrate service with learning. students better
understand issues and can apply this knowledge to their community
(Gray et al.. 1998; Eyler & Giles. 1999; Roberts. 2008).
Students who participate in a service-learning course have
increased their level of civic involvement (Gray. Ondaatje. Fricker. &
Geschwind. 2000). These findings reinforce research showing that
service-learning is a powerful predictor of active citizenship (Niemi
& Associates. 1974) and the ability to face obstacles and act effectively (Bandura. 1997). Students become competent individuals and
have significantly higher opportunities to take on civic and leadership responsibilities (Vogelgesang & Astin. 2000; Stafford. 2001). In
addition to developing the ability to connect to experiences. students participating in service-learning strengthen their ability to serve
the community and learn about social action. The importance of
civic responsibility and dedication to leadership in the community is
illuminated during the reflective process of service-learning. Students
have the opportunity to grow and develop as leaders and citizens
that academic programs seek to produce (Spence. 2000). Hence
service-learning in a leadership course is critical to Millennial students
development into future leaders.
Faculty members who are considering the implementation of a
service-learning component into their course to foster civic-mindedness should consider the four essential components of service-learning: Preparation; action; reflection; and assessment (Eyler & Giles.
1999; Herrernan. 200 I; Campus Compact. 2003; Fort Hays State
University Service-Learning Committee. 2008). These components
set service-learning apart from volunteerism and community service.
Preparation includes developing learning outcomes for students and
planning a project that will help foster that learning. Students should
be involved in the planning stage of service-learning. as well as
discussion of the service-learning concept. A description of servicelearning as a pedagogy is a helpful addition to the course syllabus.
The action component of service-learning consists of the
actual service experience. Students tackle a "real life" issue with its
obstacles and successes. They have the opportunity to apply their
academic learning to a project from which a community and/or community agency will benefit. Reflection follows action. Reflection. the
ability to step back and think about the experience. is the most critical piece of the service-learning experience. For most students, this
component enables them to realize the impact of their service and
understand what they have truly learned through the semester or
course project (Eyler & Giles. 1999; Collier & Williams. 2005). As a
result of the study they conducted between 1993 and 1998. Eyler and
Giles (1999) stated that. "quality and quantity of reflection was most
consistently associated with academic learning outcomes: deeper
understanding and better application of subject matter and increased
knowledge of social agencies. increased complexity of problem and
solution analysis. and greater use of subject matter knowledge in
analyzing a problem" (p. 173).
As a final step. assessment and evaluation should occur in order to
assess the extent to which the desired learning objectives have been
reached. Community partners should also have the opportunity to
21
assess their experience. Eyler and Giles (1999. p. 189) list the following as questions to assess the service-learning experience:
• Do students have opportunities to do important work and
take important responsibilities in community service placements?
• Are there close connections between academic subject
matter and what students are doing in the community?
• Is reflection about the service integrated into classes
through frequent opportunities for discussion and written
analysis or projects?
• Does reflection challenge students to go beyond description and sharing of feelings to analysis and action planning?
• Do students work with people from diverse backgrounds
and cultures?
• Are community projects developed in partnership with the
community?
An example of this indelible impact can be seen in a course at
Fort Hays State University. Fieldwork in Leadership Studies. During
this course. teams of students spend the semester working on a
service-learning project in collaboration with a community agency.
Students and faculty spend the first day of the course talking about
service-learning and its components. Community members from
local organizations present their project ideas to the students.
Students then choose their project and teams. Examples of projects
include Big Brothers/Big Sisters recruitment; downtown revitalization
activities: fundraising for Habitat for Humanity: and research and
feasibility studies for new organizations in the community. During
this preparation phase and throughout the project, community partners are valued as active participants in this educational experience.
Community agency representatives serve as the main contact for the
students. They also have the opportunity to attend two presentations given by students during the semester. The instructor of the
course also maintains close contact with the agency to ensure that
students and the agency are having a positive experience.
Students create teams and write a detailed strategic plan that
illustrates how they plan to implement their community change. The
instructor evaluates the plans and gives feedback to students. They
then have the entire semester to implement their plan in collaboration
with the community agency and its representatives .
Since reflection should be continuous throughout the service experience. students actively engage in reflection throughout their project
orally in class with their instructor and fellow classmates. Community
agency members also participate in reflection activities with students
and the course instructor throughout the semester. Students are
asked to submit written reflection papers mid-semester and after the
project is completed. Questions that students might answer in their
final reflection paper are as follows:
• What community need did your (or your team's) service
help meet?
• What do you feel was your (or your team's) main
contribution?
• Discuss at least two leadership theories. concepts. or skills
you believe have been cemented more deeply in your mind
as a result of this service experience.
• What did you learn about the importance of service to your
community and personal life? (Department of Leadership
Studies. 2008).
22
These reflection activities assist students in connecting leadership
theories to their experiences.
Assessment of civic and academic learning is the final component
of the course. Students' projects are assessed at the conclusion of the
semester by the course instructor and community agency representatives with whom they worked. These qualitative data are assessed by
the course instructor at the conclusion of the semester. Quantitative
data are collected through a survey given to students at the conclusion of the course which measures social change behaviors and
attitudes (Brungardt. 2005). and results are compared to data collected from students before completing the course. Students are also
asked to complete a qualitative survey that asks questions regarding
their best learning experiences throughout the program. Work is currently being done at Fort Hays State University to compose pre- and
post-service assessments in order to evaluate the impact of servicelearning and civic engagement activities across campus.
Immersion Activities: Another Type of Service-Learning
Immersion has been touted as a highly effective way for learners to develop perspectives that will allow them to be successful in
dynamic situations (Johnson & Swain. 1997: Adams. Bell. & Griffin.
2000). Based on an activity originally done at the University of Notre
Dame Law School. students of Fort Hays State University were asked
to embark upon an immersion. titled Thought for Food. This activity. conducted over a period of time leading up to the Thanksgiving
holiday. addressed a community need and facilitated enhancement
of undergraduates' ability to think critically. develop a moral foundation for practice. and create social awareness. Further it was aimed
at extending an educational experience to promote social justice and
create sustainable. civically engaged practices in students after graduation.
To facilitate this experience. a faculty member from the Department of Leadership Studies and another from the Department of
Management and Marketing solicited support from the faculty within
the College of Business and Leadership at Fort Hays State University.
After gaining the support of the faculty. the program was advertised
on campus to university students the week prior to the event. The
exercise was conducted during multiple days of the week. allowing
the original idea of challenging students to ask thoughtful questions
to be employed in most classes.
The program was implemented in three ways:
I. Thought for Food - If students could provide thoughtful
questions about the subject matter that was being presented in the course that week. the instructor would provide
one can of food per question to be donated to the local
food bank.
2. Re-Thinking for Food - If a student was displeased with a
grade he or she received on a past assignment. that student
could petition his or her instructor with cans of food to
revise the assignment for additional points.
3. Recognizing Charitable Deeds - If students contributed
food for the collection drive. they would be considered by
their instructors for additional bonus points to supplement
their overall grade in the course.
The impact of the program was felt in a variety of ways. The
program raised 4.500 pounds of canned and dry goods for food
banks and missions in Hays. Kansas. Further. it assisted in the
development of core competencies validated by the literature and
Educational Considerations
created a framework for practice that promoted awareness and
effective practice post graduation for both undergraduate management and leadership students. This activity extended education and
promoted a social justice approach to undergraduate student learning. During an informal reflection period in class following the experience. one student noted. "Activities like this are really good because
they point out that social justice is not patronizing. it is liberating."
This statement exemplified the opportunities that exercises like this
provide to student populations. They broaden student perspectives
and create sustainable practice that promotes engaged citizenship.
This is critical for the ever-changing dynamics of our society and the
ability for students to be successful in future endeavors.
Conclusion
Leadership. regardless of definition. cannot be taught by a textbook
alone. and if educators are to embrace the idea of highly engaged.
holistic classrooms for Millennials. they must teach students to participate in real changes as both leaders and followers through practice
and experiences. Educators cannot sit back and expect students to
change in accordance with the standard generationally-driven teaching styles. The time has come for the purveyors of leadership education to embrace change and incorporate pedagogies that speak to
Millennials. Shakespeare asked. "What is the city. but the people? "
(1628. p. 638). This is applicable because it is the responsibility of
educators to engage Millennial learners. the people within the city of
undergraduate education. In the future. this idea will become critical
as the Millennial generation will entirely recast the image of youth
having profound consequences for society (Howe & Strauss. 2000).
What is the incentive to integrate these practices into courses?
It is not for the tenure and promotion benefits. It is not for a raise in
salary. It is not to win awards. It is not for educators' own self-interest. Experiential activities move students to see broader perspectives.
learn through action. and apply that knowledge to a broader context
than the four walls of the classroom. To educators. that should be a
powerful incentive. Utilizing experiential activities to teach leadership
to the Millennial generation undergraduate students is a pedagogical
approach that leadership programs can and should use. It is not only
about classrooms and meeting the needs of learners. This evolution
in leadership programs can contribute toward meeting our society's
goal of developing people who not only understand but also practice
leadership in all walks of life. This intentional effort becomes the
hinge from which the door of sustainability for higher education as
an academy and the development of society at large swings back
and forth .
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Educational Considerations
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TITLE: Engaging Millennial Students in Leadership Education
SOURCE: Educ Considerations 37 no1 Fall 2009
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